Faculty Spotlight: Keith Krasemann

Keith KrasemannDepartment: Philosophy andReligious Studies

Keith Krasemann believes solid relationships in his classes are critical in the learning
process.

"The significance of learning, from what is learned and how easily knowledge is learned,
is directly related to the kinds of relationships that are involved in a classroom,"
he said. "What I aim to do is to connect with my students in a way in which magic
happens. If I do that, then knowledge gets communicated in a non-threatening way."

One way that Krasemann employs his "magic" is through Socratic questioning, which
makes possible a dynamic and critical approach to problem-centered inquiry.

"My style is to pose good, important questions that elicit genuine responses that
get students thinking, writing and discussing. Whenever and wherever possible, I try
to get my students actively involved in their own learning," he said. "I'm dealing
with human beings who are novel and unique in the sense that no other human being
in the world has exactly the same combination of life experiences. To be able to help
people clarify their own thinking about their lives and about key questions in life
is always exciting to me."

A Fulbright to China stimulated his interest in Asian studies and has energized his
teaching, a fact that impacts Krasemann's students.

"The world has become more and more interdependent. I feel that education needs to
bring more nonwestern perspectives into the classroom. Students will benefit from
a more complete picture of the world in which they live. There are rich learning possibilities
within Asian thought and practice that can help fill in the gaps in our western perspectives."

Krasemann, who has been teaching at College of DuPage since 1992, holds several master's
degrees and a doctorate from Northern Illinois University. He has written six books,
including "Quest for Goodness: An Introduction to Ethics," "Questions for the Soul:
An Introduction to Philosophy," "Ethics: Theory and Practice" and "The Role of Time
Consciousness in Lifelong Learning." In addition, he has published numerous articles
and book chapters.

He views education as largely transformational. While his students learn and transform,
so does Krasemann.

"I don't separate teaching from learning. One can always learn more and as one learns,
that individual keeps growing as a person," he said. "The right kinds of questions
can keep you growing for a lifetime. I am curious. Philosophers are curious. I continue
to read, learn and talk to students and listen to their responses. This is what I
love to do."

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